An Online Course to Prepare Preservice Teachers to Promote Movement Integration

Autor/inn/en	Michael, Robert; Webster, Collin A.; Nilges, Lynda; Brian, Ali; Johnson, Robert; Carson, Russell; Egan, Catherine A.
Titel	An Online Course to Prepare Preservice Teachers to Promote Movement Integration
Quelle	In: American Journal of Distance Education, 33 (2019) 1, S.59-70 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2019.1555408
Schlagwörter	Online Courses; Service Learning; Preservice Teachers; Elementary School Students; Elementary School Teachers; College Faculty; Distance Education; Course Descriptions; Case Studies; Movement Education; Student Centered Learning; Physical Activities; Teacher Attitudes; Student Attitudes; Teaching Methods; Constructivism (Learning); College School Cooperation; Health Promotion + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Service-Learning; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fakultät; Distance study; Distance learning; Fernunterricht; Kursstrukturplan; Case study; Fallstudie; Case Study; Bewegungsbildung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lehrerverhalten; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung
Abstract	Previous research has not explored the potential of distance learning to prepare preservice teachers (PCTs) for promoting children's physical activity. The purpose of this study was to (a) examine the perceptions and experiences of PCTs, inservice classroom teachers, university instructors, and elementary students who were involved in a semester-long distance delivery course that included a service-learning (SL) component with an emphasis on classroom movement integration (MI). Using a qualitative single case study design, interviews, observations, and artifacts (e.g. PCTs' reflections and academic work) were thematically analyzed. Findings produced three themes including student-centered approach, benefit/importance of physical activity, and connect and reflect. These themes showed that participants' perceptions and experiences support constructivist-guided SL using a distance delivery design. This study adds to the emerging research base on school-university partnerships to support schools in the implementation of comprehensive school physical activity programming. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01